Story time教学评价实录

Unit3 My friends

story time Analysis on teaching background

Story time部分是译林小学英语丛书当中的一个重要的板块,它是以故事为载体,利用学生对故事的热爱,激发学生学习的兴趣;通过学习、阅读、演译故事等方式,来培养学生的知识学习和语言运用能力。story time教学要注重故事的情节性、趣味性、观赏性,寓教于学。

本节课授课内容为小学英语三年级上册unit3 My friends 第一课时 story time. 本单元的内容主要是围绕“介绍朋友”和“告别”编排的,教学内容具有很强的交际性。通过学习,学生在情境中学会使用He's/ She's... ,Goodbye 来介绍自己的朋友以及告别,并在日常生活中加以运用。本节课中,学生的主要任务有:1. 学会如何向别人介绍自己的朋友。 2.学会向别人介绍自己的朋友以及学会向别人告别。3. 感受到朋友在成长过程中的重要性。本节课的主要流程设计为,教师利用猜谜游戏激发学生学习兴趣的同时引入本课学习内容He's/ She's...;学生通过观看课文动画、自主阅读课文、听读课文等多种方式从整体上对课文的内容进行理解与概括。教师根据课文内容提出相关问题进行知识点的呈现与讲解。教师设置小组、自主朗读、角色扮演等方式对知识点进行练习与巩固。本节课的重点除了要培养学生的语言运用能力即掌握He's/ She's... , Goodbye等句型,并在日常交际中加以运用,还注重情感价值观的培养,即朋友在人成长过程中的重要性,以及什么样的人才是真正的朋友。

一、Teaching aims:

1.Ss can say and read the words goodbye /my /friend /he’s /she’s.

2.Ss can say and read the sentences Goodbye …/ He's… /She's… / He's my friend. /She's my friend.

3.Ss can read the dialogue fluently and act it out.

4.Ss can use the main sentences and words in this unit to say goodbye to others and introduce their friends.

二、Teaching difficult points and emphasis

1.Ss can know the meaning of the word friend.

2.Ss can read the dialogue fluently.

3.Ss can introduce their friends to others correctly.

4.Ss can say goodbye to others.

三、Teaching aids

headgears, computer, PPT

四、Teaching procedures

Step1 Greetings

T: Good morning/afternoon, boys and girls.

Ss: Good morning/afternoon Miss Tan.

T: Ok, today we are going to learn a new unit. Are you ready?

Ss: Yes.

Step2 Enjoy a song

T: Let’s enjoy a song. (点击播放歌曲) You can sing it together and clap your hands. Ss: OK.

T: You are g reat! What’s the song about?

S1: It’s about goodbye.

T: You are right. They say goodbye to their friends and ______.

S: Their friends.

T: Yes, (动画飞入their friends) do you know the word friends?Look! He’s my friend. She’s my friend. They are my friends. (T教读friends)

Ss: friend, friends.

【设计意图:学生学唱歌曲,活跃气氛,初步感知新知goodbye, friend, friends】Step3 Play a game

T: Now, let’s play a game. I will use some sentences to describe them and you can guess.

T: He has a friend Bobby. He likes fish.

Ss: Sam.

T: He’s Sam. (点击屏幕阴影部分,图片出现,动画飞入文字)

Ss: He’s Sam.

T: He has a sister Tina. He likes cakes.

Ss: Bobby.

T: He’s Bobby. (点击屏幕阴影部分,图片出现,动画飞入文字)

Ss: He’s Bobby.

T: He has many friends Yang Ling, Su Hai and Wang Bing. He likes smiling.

Ss: Liu Tao.

T: He’s Liu Ta o. (点击屏幕阴影部分,图片出现,动画飞入文字)

Ss: He’s Liu Tao.

T: She has a sister Su Yang. They are twins.

Ss: Su Hai.

Ss: She’s Su Hai. (点击屏幕阴影部分,图片出现,动画飞入文字)

T: She is an English teacher. She has many students .

Ss: Miss Li.

T: She’s Miss Li. (点击屏幕阴影部分,图片出现,动画飞入文字)

Ss: She’s Miss Li.

T: You have done a very good job. Now look at these pictures carefully. What can you find? We can say he’s Sam/Liu Tao. Can we say he’s Sam/Liu Tao?

Ss: No.

T: We must say she’s Su Hai/Miss Li. Now, read after me.

Ss: He’s Sam/Liu Tao. She’s Su Hai/Miss Li.

T: (呈现规则)Please read the sentence together. (点击屏幕,动画飞入文字)

Ss: 男他人称代词我们用he. 女她人称代词我们用she.

T: 教授He/She 的读音。个人读、小组读,灌输语音意识。(点击屏幕播放音频) T: You have learned this rule, let’s so some practice. Here are three boys you can introduce them with the sentence like he’s xxx.

Ss: He’s Mike/Wang Bing/Liu Tao.(选取三组学生)

T: Great! How about girls? You can say she’s xxx.

Ss: She’s Su Hai/Yang Ling/Miss Li. (选取另外三组学生)

【设计意图:学生通过猜谜、教师引导、自我观察、小组合作感知新知He’s…/she’s…】

Step4 Magic eyes

T:You have done a very good job. Let’s play a game now. Please look at these pictures and say the sentences as quickly as you can! (点击屏幕,图片以各种动画出现、消失)

Ss: He’s Xi Yangyang/ Guangtouyqiang /Conan/Liu Tao.

Ss: She’s Miss Li/Su Hai/Tina.

【设计意图:学生通过游戏环节巩固句型He’s…/she’s…】

Step5 Watch and answer

T:You are great! Now, look at the picture, who are they? We will watch a cartoon, after that you can answer my question.

(播放卡通)

T:Who can answer my question?

S1: He’s Mike.

S2: She’s Yang Ling.(文字飞入)

T:You are right. What’s their relationship? Are they sisters? Are they brothers? Are they friends?

Ss: Yes they are friends.

【设计意图:再次呈现主要句型He’s…/she’s…并板书,初步了解生词friend。】Step6 Read and answer

T: You are so clever. How do you know that? Please open your book on page 18. I will give you 2 minutes to read the passage and underline the sentences.

T: Ok, time’s up. Who want to have a try?(播放背景音乐)

S1: She’s Yang Ling. She’s my friend. (教师板书) (点击课文图片动画横线画出主要句型)

T:Do you agree?

Ss: Yes.

S2: He’s Mike. He’s my friend. (教师板书)

T:Do you agree?

Ss: Yes.

【设计意图:层层递进,在学生已知基础继续呈现新句型He’s/ She’s my friend.】Step7 Let’s practise

T:You read so carefully. Mike and Yang Ling introduce their friends to their parents. Can you introduce your friend to your desk mates? I will give you an example. (点击出示两张图片并飞入文字) Look, they are my friends. He’s Shi Liang. He’s my friend. She’s Ma Ya. She’s my friend.

Now, it’s your turn. Please work in pairs and introduce your friends to your desk mates. I will give you 2 minutes to prepare. (播放背景音乐)

G1

S1: He’s Mike. He’s my friend.

S2: She’s Su Hai. She’s my friend.

G2

S3: He’s Liu Tao. He’s my friend.

S4: She’s Yang Ling. She’s my friend.

…

【设计意图:模拟情境让学生运用本课主要句型结构。】

Step8 Listen and answer

T: Well done! Let’s guess! When does this story happen? Is it in the morning? Is it in the afternoon? Is it at night? Let’s listen and find the answer.

(播放录音)

S1:It may happen in the afternoon.

T: You’re right. How do you know?

S1:They say goodbye to their friends. They are on the way to home.

(教师板书goodbye,并带读)

T: Yes, you are likely to go home in the afternoon after school.

【设计意图:了解goodbye的用法,培养学生的预测能力。】

Step9 Watch and find

T: Look, he’s Liu Tao. We can say he is Liu Tao. Here comes Su Hai. We can say S he’s Su Hai or she is Su Hai. What can you find?(点击出现图片)

Ss: He’s= He is

She’s= She is

T: Excellent! This time you can use he is/ she is… to introduce them.

Ss: He’s Sam/Wang Bing. She’s Tina/Miss Li.

【设计意图:了解He’s=he is, she’s=she is】

Step10 Read after the tape(播放录音)

T: OK, it’s time for us to read after the tape.

Ss: Read after the tape.

T: Please read story time together.

Ss: Read it together.

Step11 Let’s act (点击出现图片)

T: Let’s act it out. Please work in g roups of four. I will give you three minutes to prepare.

Ss: Work in groups and discuss.

T: Time is up.G1 please.

G2 G3…

T: You are all good performers.

【设计意图:熟悉文本、表演课文,提升学生的表演能力。】

Step12 Show time

T: If you meet your friend and his friend in the cinema what will you say? Please work in pairs and make a dialogue. Here are some sentences for you to choose.

A: Hi, xxx. B: Hi, xxx. A: He/ She is xxx .He/ She is my friend. B: Nice to meet you. C: Nice to meet you too. (点击呈现主要句型、图片、播放背景音乐)

A &C: Goodbye.

B: Goodbye.

T: G1 G2…

T: Friends play a key role in our life. We should make friends with people who are…. Ss: brave/ clever/ honest/ kind/ modest/active.

T: A friend in need is a friend indeed. （点击出现句子）That’s all .Class is over. Goodbye class.

Ss: Goodbye Miss Tan.

【设计意图：利用已知构建对话，让学生由课内延伸到课外，学以致用。】

五、 Homework

1. Read the story with emotions five times.

2. Introduce your friends to your family.

六、 Blackboard design

Unit 3 My friends

He’s Mike. He’s my friend.

She’s Yang Ling. She’s my friend.

Goodbye

七、 Teaching reflection

本节课中，我通过歌曲引入、猜测游戏、观看卡通、阅读、听读、表演文本等一系列活动向学生介绍了主要句型He’s…. He’s my friend. She’s….She’s my friend.本节课安排了比较多的小组合作，学生的主观能动性得到激发。学生在小组合作中积极合作、勇敢表达，不仅掌握了句型结构，更培养了表达能力。本课最后我们就应该与什么样的人交朋友这个问题，

进行了探

讨,引导学生树立正确的交友观。不足之处,在拓展延伸环节,我应该给学生提供更多的情境,比如餐馆、生日宴会、公园等让他们操练知识,而不是仅仅提供一个场景。